Students In Different Classes Research Articles

Assessment of education quality: students' view

Information technologies are being implemented in educational process increasingly. E–learning and smart education have become a part of educational process. Introduction of such technologies requires the assessment of students' opinions. The aim of this work is to estimate students' perception of using information technologies and the quality of educational process as a whole. To get the evaluation of students' opinion, the interviews with the students of different classes and different forms of education were taken. The questionnaire contains 50 criteria of estimation separated into several groups such as teaching methods and the means used. Statistical data analysis was used to pick out students' estimations and correlations between different groups of questions. As a result, two main components were distinguished that can be called traditional and electronic components of educational process.

Self perception of key skills required by undergraduates in an Indian dental school

To assess the dental undergraduate student’s self- perception of key skills required. The study was undertaken as part of a curriculum evaluation of the Bachelor of Dental Surgery program at VishwanathKatti Institute of Dental Sciences, KLE University, Belgaum, Karnataka, India. A cross-sectional survey of the first 3 classes of students (third year, final year and Intern) who followed similar curricular formats were the participants. The survey was conducted on a voluntary and anonymous basis. A questionnaire was developed specifically for the purpose of eliciting student perception of 50 essential dental practice skills on a five point Likert scale. The self-ratings done by three different classes of students showed a remarkable consistency in identifying the key skills required. Student perception among the three classes was consistent in more than 60% of skills required in dental practice. The skills identified as top ten (most required) were those where training was emphasized by most of disciplines of dentistry and lowest ten (least required) were those that required greater expertise and time. These latter skills have been identified as areas that require curricular reforms. Dental schools can use these items as standard tools for reformatting curricula. Students’ self-perception of required skills is a useful tool for evaluating the clinical training programs provided in a dental school curriculum as the students are also key stake holders.

Investigation of Students Satisfaction from The Performance of Administrative Staff, Faculty of Psychology, Kabul University in 2019

The study entitled (Investigation of Students satisfaction from the performance of administrative staff, Faculty of Psychology, Kabul University in 2019) is a fundamental quantitative and qualitative research. The purpose of this study is to obtain information about the level of student satisfaction with the performance of faculty administrative staff and to receive an educational and service relationship between students and faculty staff. To achieve the objectives of this research, the students of the daily shift of the Faculty of Psychology and Educational Sciences, which has a total number of (758) students, is considered as a statistical population based on Cochran’s formula and considering (90) percent confidence level and (10) In one hundred error levels (63) people were selected as a sample. A sample random method was used to distribute the questionnaires, which was distributed to the students of different classes and departments of the faculty. To conduct this research, various sources and references have been reviewed and used. The findings of this study show that the level of satisfaction of students in the daily shift of the performance of administrative staff of the Faculty of Psychology and Educational Sciences is good and medium, which means that most students have chosen a good and medium option. The overall result is that students were generally satisfied with the performance of the administrative staff of the Faculty of Psychology and Educational Sciences.

Une approche de la croissance exponentielle par l’introduction d’une virgule glissante

Introducing the slippery point to represent exponential growth. We offer an overview of the evolution of an exponential phenomenon from the kinematic model of a "slippery point." This proposal was submitted to the four experiments reported here: one with adults untrained in mathematics, a second with engineering students and two other with students in different classes of general secondary education.

Prevalence and Factors Associated with Current Smoking Among Medical Students in Coastal South India

Smoking among health care personnel such as medical students is an important public health issue. More effective measures to reduce tobacco smoking among medical students are needed worldwide. Very few studies had been conducted in past in India and other developing countries to understand the magnitude of problem. To determine the prevalence and associated factors of current smoking among medical students. Cross sectional study was conducted during January and February 2009 among 333 study subjects selected randomly from four batches of a teaching institution. Subjects were administered a self administered pre tested questionnaire and smoking status was assessed as per the criteria laid down by WHO. Proportion, chi square test and multiple logistic regression analysis were used for statistical analysis. The prevalence of current smoking was found to be 22.4% (67). There were widespread deficiencies in knowledge of smoking among students of different classes, as an important causal factor in many diseases like gastro intestinal malignancy, heart problems, asthma, and emphysema. It was found that only half of them were willing to quit smoking (33). Fourth year students (OR=2.54) and presence of peer pressure (OR=21.91) had independent significant association with current smoking. Prevalence of smoking among medical students is high that warrants adoption of comprehensive smoking control interventions among them.

COMPARATIVE ANALYSIS OF COMPUTER SOFTWARE AND BRAILLE LITERACY TO EDUCATE STUDENTS HAVING VISUAL IMPAIRMENT

This research investigates the comparative analysis of computer software and Braille literacy to educate students having visual impairment. The main objective of this research focus on compare the feasibility and usage of Braille literacy and computer software to educate children with visual impairment. Main objectives of the study were to identify the importance of Braille and Computer literacy by the perceptions of male and female students with visual impairment, to identify the importance of the Braille and Computer literacy in different classes of students with visual impairment and to identify the difference of Braille and Computer literacy importance in different schools of students with visual impairment. Five special education institutions were selected where students with visual impairment were studying. A convenient sample of 100 students was taken from these schools. A three point rating scale was used as research instrument. Researchers personally collected data from the respondents. Data was analyzed through SPSS. Major findings showed that students were more interested in Braille system than computer software. Braille system and required material was resent in all the schools while computer teachers with required experience were not available in these institutions. Teachers were found expert in Braille literacy as compare to the computer software- It was recommended that proper awareness about most recent technologies were necessary for teachers in special education institutions. Students as well as teachers should be provided chances of hands on practice to create interest in computer software use in special education.

Handwriting characteristics among secondary students with and without physical disabilities: A study with a computerized tool

The purpose of the present study was to investigate the handwriting characteristics of secondary school students with and without physical disabilities (PD). With the use of a computerized Chinese Handwriting Assessment Tool (CHAT), it was made possible to objectively assess and analyze in detail the handwriting characteristics of individual students. Fifty participants (age range: 15–19-years-old) were recruited from one mainstream secondary school and 20 participants (age range: 17–24-years-old) were recruited from two secondary schools for students with PD. They were asked to perform three consecutive handwriting tasks: copying 90 characters using the computerized CHAT, an English passage copying task, and a Chinese passage copying task. The data indicated that students with PD were significantly slower in copying both Chinese and English characters in passages when compared to the typical students. Significant differences in the measures of writing speed, air/ground time ratio, standard deviation of speed, standard deviation of size per character, and number of stroke errors measured by the CHAT were found between the two groups of students. Further analysis on the data of typical students indicated no significant difference in handwriting speed among students of different classes (i.e. arts or science) on copying Chinese and English passages, and on individual Chinese words (from CHAT). The academic results of students also showed no significant correlation with their handwriting speed measured by the three writing tasks. To conclude, the CHAT system was able to identify a number of characteristics of handwriting on students with and without PD. It was suggested that the CHAT should further be developed into an objective evaluation tool to explore the handwriting characteristics of the students with a wider range of disabilities in the future, and to make recommendations to arrange special examination arrangements (SEA) for students with physical disabilities or other special needs.

Assessment of Pharmacy Student Professionalism Across a Curriculum

To evaluate changes in professionalism across the curriculum among pharmacy students in different classes. A professionalism instrument was administered early in the first (P1) year, upon completing the introductory pharmacy practice experiences (IPPE) near the end of the second (P2) year, and upon completing the advanced pharmacy practice experiences (APPE) at the end of the fourth (P4) year. The professionalism scale and its subscales were compared for the 3 time points for the class of 2009. Significant differences were noted in professionalism scores between the P1 and P4 years and for altruism, accountability, and honor/integrity subscale scores for the class of 2009. No significant differences were noted when the scores for 4 P1 classes, and 3 P2 classes were compared. An increase in professionalism scores and altruism, accountability, and honor/integrity scores was demonstrated, providing evidence that the curricular and co-curricular activities in the school of pharmacy helped develop professionalism in the class of 2009 students.

Student self-assessment of essential skills in dental surgery.

To assess whether student self-assessments of essential skills in dental surgery are reliable indicators of the strengths and weaknesses of the clinical aspects of the dental school curriculum. This was done as part of an ongoing evaluation of the curriculum of the Faculty of Dental Sciences of the University of Peradeniya in Sri Lanka. Cross-sectional surveys of 5 different classes of students using a pre-tested questionnaire. The Faculty of Dental Sciences of the University of Peradeniya, Sri Lanka, which is the only dental school in the island. A questionnaire was developed specifically for the purpose of eliciting student self-confidence in 46 essential skills on a three point scale. It was administered to 5 different classes of students, immediately or soon after their respective Final BDS examinations. The 5 classes had followed similar curricular formats. The surveys were conducted on a voluntary and anonymous basis. Results show a remarkable consistency in the self-ratings done by the five different classes of students who followed the same curriculum during five different time periods. Students were least confident in the skills related to the management of medical emergencies and of oral manifestations of systemic diseases while they were most confident in skills related to the care of periodontal disease and caries. Student self-assessments of skills is a useful tool for evaluating the clinical training provided in the dental school curriculum. Students were most confident in managing problems that they most frequently encountered in the dental school. The areas in which they were least confident require curricular reform.

Learning Environment and its Association with Student Satisfaction Among Mathematics Students in Brunei Darussalam

This article reports a study of lower secondary mathematics classroom learning environment in Brunei Darussalam and its association with students' satisfaction with learning mathematics among a sample of 1565 students from 81 classes in 15 government secondary schools. Students' perceptions of the classroom learning environments were assessed with a version of the My Class Inventory (MCI) that had been modified for the Brunei context. The study revealed a satisfactory factor structure for a refined three-scale version of the MCI assessing cohesiveness, difficulty and competition. This finding is noteworthy because the factorial validity of the MCI has not previously been established in past research in other countries. Also each scale displayed satisfactory internal consistency reliability and discriminant validity and was able to differentiate between the perceptions of students in different classes. A one-way MANOVA revealed that students generally perceived a positive learning environment in mathematics classes. Also the study supported earlier research suggesting that boys and girls hold different perceptions of the same classroom learning environments. Relationships between student satisfaction and classroom environment were investigated using simple and multiple correlation analyses, using both the individual student and class mean as units of analysis. Associations between satisfaction and the learning environment were statistically significant both at student and class levels for most MCI scales.

An exploration of literature discussions conducted by two teachers moving toward literature‐based reading instruction

Abstract The purpose of this study was to explore questions related to book discussions conducted by teachers as they increased the use of literature in their classrooms. Three research questions guided data collection and analysis: (1) How do teachers describe the value of book discussions in their classrooms and their participation with students as they talk about literature?, (2) What patterns of discourse occur as teachers and students talk about books?, and (3) What is the relationship between teachers' perceptions of book discussions and the ways students and teachers talk about books? Although limited to two teachers using a variety of books across two different classes of students, this study provides insights into important issues surrounding the use of literature in elementary classrooms.

Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments

AbstractThe research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross‐nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross‐validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed‐ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form.

Science Laboratory Classroom Environments at Schools and Universities: A Cross‐National Study∗

ABSTRACT Because already existing classroom environment scales are unsuitable for science laboratory classes, a new instrument was developed and validated in a Class form (student's perceptions of the class as a whole) and a new Personal form (student's perceptions of his/her own role within the class). The instrument was cross‐nationally field tested with 5,447 students in 269 classes in six countries, and cross‐validated with 1,594 students in 92 classes in Australia. Each scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. Use of the new instrument revealed that: science laboratory classes are dominated by closed‐ended activities; Class form means consistently were more favorable than Personal form means; associations existed between attitudinal outcomes and laboratory environment; and the Class and Personal form each accounted for unique variance in student attitudes.

Assessment of the psychosocial environment of university science laboratory classrooms: a cross-national study

A strong tradition in educational research has involved several widely-used instruments assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial environment. Existing instruments, however, are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class. Consequently, the present research aimed to develop and validate a new instrument, the Science Laboratory Environment Inventory (SLEI), which is specifically suited to science laboratory environments at the higher education level. The SLEI assesses students' or teachers' perceptions of five dimensions of actual or preferred classroom environment, namely, Student Cohesiveness, Open-Endedness, Integration, Rule Clarity, and Material Environment. A distinctive feature of the design of the study was that the instrument was field tested and validated cross-nationally in six different countries, namely, the USA, Canada, Australia, England, Israel, and Nigeria. The total sample consisted of 1720 students in 71 university laboratory classes. Various item and factor analyses guided the evolution of a refined version, and attested to each SLEI scale's internal consistency reliability, discriminant validity, factorial validity, predictive validity (i.e., ability to predict student outcomes), and ability to differentiate between the perceptions of students in different classes. An important finding was that the SLEI is equally valid for use in its actual and preferred versions, and for the individual or the class mean as the unit of analysis. As well, separate within-country analyses confirmed the validity and usefulness of the SLEI in each of the six countries involved in the field testing. Overall, the study attested to the general advantages of employing cross-national designs in learning environment research.

Getting to Know: Tracing Students' Mathematical Knowledge From Intuition to Competence

The purpose of this article is to describe the evolution of four different classes of students' mathematical knowledge, namely, intuitive, concrete, computational, and conceptual. The method for studying these classes of knowledge involved research in the classrooms of two expert elementary mathematics teachers. In one classroom, a second-grade teacher and 8 of her students were observed and interviewed before, during, and after a series of lessons on subtraction with regrouping. In the other classroom, a fourth-grade teacher and 11 of her students were similarly studied throughout a series of lessons on fractions. A detailed portrait of how the different types of knowledge interacted and evolved over time in these children is provided, and suggestions for future research are presented.

Differences Between Students' and Instructors' Perceptions of Actual and Preferred Classroom Environment in Higher Education

ABSTRACT The College and University Classroom Environment Inventory was developed for assessing higher education students' or instructors' perceptions of the following seven dimensions of actual or preferred classroom psychosocial environment: personalisation, involvement, student cohesiveness, satisfaction, task orientation, innovation and individualisation. Each scale displayed satisfactory internal consistency reliability and discriminant validity for use in its actual and preferred forms with either perceptions of students in different classes. Use of the instrument in a study in 20 higher education classes revealed that, first, both students and instructors preferred a more favourable classroom environment than the one actually present and, second, instructors perceived the environment of their classes more positively than did their students in the same classrooms.

Effects of Death Education on Fear of Death and Attitudes towards Death and Life

The effects of a death education course were determined for two different classes of students, comparing them with students of sex education and introductory psychology. All students completed a variety of attitudinal, motivational and demographic background measures before and at the end of their courses. The results indicated that initially the death education students did not differ greatly from the students in the other two courses in their beliefs, attitudes and backgrounds. The death education course did affect students' views such that at the end of the course they viewed death as more approachable and wished to experience death in a more interpersonal as compared to a technological context.

Adventures in the Classroom

So often in the classroom as you glance at thirty or forty faces, all seemingly interested in the subject at hand, there comes the realization that at best only a small number can fully understand the underlying principles, a few more can learn the facts presented, but to the rest it is only a passing show or a pleasing performance. Thus it is a challenge to every teacher to so plan the supplementary material, arrange and direct the laboratory experiments and lead the field excursions that each student may receive the greatest benefit. Projects perhaps lend themselves more readily than other means to care for individual differences since a great deal can be expected of the superior child while a slow student may be unable to complete anything of real value. Over a period of time projects have been carried out both individually and as class problems. It has been found that individual projects or those done in small groups of two or threes are the more satisfactory since each is called upon to use his own initiative and resourcefulness in producing something useful to the class or departiuent. In class projects the better students lead and often the poor student becomes more conscious of his weakness. It may prove helpful to make an annual survey of museum specimens, charts, models, booklets and bulletin board material classified according to units and topics covered in the course of study. Inferior work can be removed from the regular files and a list of suggestions for projects for the coming year can be mnimeographed. Students will thus be guided in their se]ection of topics but not necessarily limited to the list. This with the revised library list of supplementary reading should prove useful. Even with the help of such material the teacher has a real problemii to stimulate interest in the various topics and to encourage the students to put forth their best efforts. During the time that this has been tried it has been found that certain types of work have a greater appeal to different classes of students.

A Manual of Physiology Physiology Elementary Physiology

WE have at the present time several very excellent text-books of physiology in English, adapted for the various needs of different classes of students. And to prevent these being inconveniently increased, it is a matter of tacit agreement amongst teachers of physiology that it is undesirable to afford a welcome to any new text-book, unless it has itself the highest claims to recognition. These claims may be based either upon some novel method of treatment of the subject, or upon the impression on the work of an author's high personal authority. A Manual of Physiology. By G. N. Stewart (London: Ballière, Tindall, and Cox, 1895.) Physiology. By A. Macalister “Manuals of Science Series.” (London: Society for Promoting Christian Knowledge, 1895.) Elementary Physiology. By J. R. Ainsworth Davis (London: Blackie and Son, 1895.)